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CMS Elementary Talent
Development Program
DEP MeetingJV Washam 2014-2015
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Introduction
Debra Bralley, [email protected], TD Teacher at JV Washam
• Undergraduate in Elementary Education (B.A., Eled.)• Masters in Gifted Education (M.Ed., AIG)
• Have been teaching in CMS over 12 years
Purpose for TD Services:To differentiate for Gifted and High Achieving Students
Mission of TD Services:To provide gifted students the opportunity to:
0 maximize their potential 0 demonstrate their motivation0 realize their contributions to self and the global community
The Gifted Student:
• Needs fewer repetitions to retain material• Makes connections across subjects• Uses divergent thinking to come up with
new, sometimes ‘out of the box’ connections and solutions
Gifted students learn in different ways, NOT just faster!
Differentiated instruction for gifted students provides opportunities and resources to……
0 allow them to move at the appropriate pace for their learning needs.
0 complete various assignments to complement and supplement the standard curriculum.
0 engage in abstract, creative, and affective reasoning
0 apply insightful questioning
0 develop a capacity to see interconnections among disciplines
0 practice self-directed learning and independent problem solving
0 maximize their leadership potential
0 become active participants in the global community
The Catalyst Model
The classroom teacher and TD/Catalyst teacher share the responsibility for the education of gifted students.
The TD/Catalyst teacher provides lessons and activities for teachers to use in the classroom or teaches students directly.
The TD/Catalyst teacher provides enrichment and acceleration for students who have shown mastery of objectives being taught in the regular classroom through direct or indirect instruction.
The Catalyst Model Provides…
0 Time for the Classroom Teacher and the Talent Development/Catalyst Teacher to share responsibility for the education of gifted and high ability learners.
0 appropriate learning activities for gifted and high ability learners in the regular education classroom.
The focus of the Catalyst Model is to differentiate instruction for gifted and high performing students.
What Does the Catalyst Model Look Like at JV Washam?
Collaboration between:0 Classroom Teacher0 TD Catalyst Teacher0 Administrators
Services:Indirect (time: 60-70%)Direct (time: 30-40%)
Mrs. Bralley:0 collaborates and plans accelerated lessons0 creates and develops projects and tasks for gifted learners0 provides teachers with strategies to meet the needs of gifted learners
There is a need for both indirect and direct services. Differentiation is needed in the regular classroom, and the TD teacher cannot see all students every day.
Indirect Services
Lessons and activities are prepared by the TD Catalyst Teacher in collaboration with the Classroom Teacher.
0 Weekly & Monthly planning
The lessons and activities are used by the classroom teacher in the regular classroom.
0 Cluster grouping
Gifted identification is also part of Indirect Services provided by the TD Catalyst Teacher.
What Can Indirect Services Look Like?
0Projects0Contracts0Alternative homework0Alternative assignments0Centers0Curriculum compacting contracts0Team Teaching
Direct Services
Lessons for gifted learners that are the sole responsibility of the TD Catalyst Teacher.
They are developed and taught to gifted learners by the TD Catalyst Teacher.
What Can Direct Services Look Like?
0 Demonstration Lessons0 generated with TD teacher and used throughout other
lessons0 Math Strategies0 Concepts/generalizations
0 Small group instruction0 In classroom setting or pull-out
0 Pull out for a set period of time0 Based on specific concept acceleration
0 Activities related to classroom instruction0 Integration of science/social studies curriculum
Desired Outcomes
0 Curriculum studied in greater depth through more challenging lessons and differentiated activities
0 Curriculum accelerated to include above-grade level material when appropriate
0 Advanced pace of learning
Delivery of Services- MATH at JV Washam
Push-in & pull-out direct teaching (strategy-based)
3-4th Grade: (2x/week) Once a week- problem solving
0 Problem-Solver, Math Mania (monthly competitions-cooperative learning)
Once a week- extension of current content0 project-based
5th Grade: (2x/week) Once a week-problem-solving
0 (Math Olympiad competitions)
Once a week- extension of current content0 project-based
Delivery of Services- LITERACY at JV Washam
Push-in & pull-out direct teaching
3-5th Grade: (2x/week)
Enrichment during Extension Block0 conferring during Extension Block using SEM-R0 Projects (PBL)0 Think Tac Toe0 RAFT (Role, Audience, Format, Topic)
0 Integration (science/social studies, literary concepts)
Mini-lesson during Extension block:0 Six Thinking Hats (multiple perspectives)
0 College of William and Mary for the Gifted Curriculum0 Jacob’s Ladder (William & Mary curriculum)
0 TABA-Concept Development (literature and real-world connections)0 power, conflict, change, systems, relationships, interactions
Questions?
If I was not able to answer your question tonight, please feel free to leave your name and email address so I can contact you.
Thank you for attending!
